Educational Review (Volume 56) (Paperback)

Book may have numerous typos, missing text, images, or index. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. 1918. Excerpt: ... EDUCATIONAL REVIEW NOVEMBER, 1918 ARE OUR SCHOOLS PRUSSIAN IN ORIGIN? For nearly a century the Prussian system of education has attracted the attention of American educators. The perfection of its organization, the thoro preparation of its teachers, and the degree to which it has proved an efficient instrument for accomplishing a definite purpose have been a constant source of interest and even of admiration. Many, carried away by its very effectiveness, have advocated introducing its most important features into our own system of schools. Others, with better judgment, have pointed out the danger of any wholesale introduction of Prussian methods and ideas and have attempted to discriminate between those features that are peculiarly Prussian and others that could be so used as to assist us in accomplishing the purposes for which our schools are established. Interest in this question has been aroused anew in the past few months by the articles of Dr. C. H. Judd in the New Republic for April 20, and in School and Society for June 29. In these articles he makes the assertion that Prussian influence is largely responsible for the undemocratic nature of our school system. Dr. Judd also gives a much more complete statement of this point of view in his brilliant study of American education, The Evolution of a Democratic System of Education, published as a recent volume of the Riverside Educational Monographs. Dr. Monroe has replied to Dr. Judd in two articles in School and Society, one in the issue of July 15 and the other in that of September 7. This discussion regarding the origin and purpose of our present elementary school is not only very interesting to all students of education but involves questions of unusual importance. The real issue has been obscured by the introduction of consid...